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All Journal Academicus Jurnal Ragam Pengabdian
Rahmi Anekasari
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penilaian Autentik Berbasis Video Pendek dalam Mengukur Kompetensi Afektif pada Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Lilik Qonitah; Muhlisin; Rahmi Anekasari
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus (Inprogress)
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/jk4y2h21

Abstract

Assessment in Islamic Religious Education (PAI) at the elementary level remains largely focused on written examinations that prioritize cognitive achievement, while affective competence is insufficiently evaluated because direct observation is limited and conventional assessment tends to be subjective. Previous studies have mostly treated video as a learning medium rather than an authentic assessment instrument. Therefore, this study analyzes the implementation of short video-based authentic assessment to measure students’ affective competence in Islamic Religious Education learning. The study used a mixed-methods sequential explanatory design involving 30 sixth-grade students at an elementary school in Batang Regency, Central Java, Indonesia. Data were collected through observation, video assessment, semi-structured interviews, and documentation using an affective rubric covering empathy, apologizing awareness, sincerity in forgiving, self-reflection, and authenticity of expression. The findings showed an average affective competence score of 13.95 out of 20, categorized as good. Authenticity of expression achieved the highest score, whereas self-reflection received the lowest. Overall, short video-based assessment provided more contextual, flexible, and objective evaluation than conventional methods while increasing student engagement and strengthening authentic assessment practices through digital technology integration. The approach also encouraged reflective learning, emotional expression, and meaningful participation during Islamic Religious Education activities among elementary students
Humanisme Islam Literat dan Literasi Kritis dalam Pendidikan Agama Islam di Era Post-Truth: Studi Lapangan di MA Salafiyah Yapensa Pekalongan Brillian Fikhra Andrian; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i1.134

Abstract

Penelitian ini bertujuan menganalisis respons Pendidikan Agama Islam (PAI) terhadap tantangan era post-truth melalui pendekatan humanistik dan literasi kritis di MA Salafiyah Yapensa Pekalongan. Era post-truth ditandai oleh dominasi emosi, afiliasi identitas, dan viralitas media dibandingkan dengan fakta objektif dalam membentuk opini publik (McIntyre, 2018). Dalam konteks pendidikan agama, kondisi tersebut memunculkan persoalan epistemologis baru karena peserta didik hidup di tengah arus informasi digital yang dipenuhi misinformasi, disinformasi, dan manipulasi simbol keagamaan (Wardle & Derakhshan, 2017). Penelitian menggunakan pendekatan kualitatif dengan jenis studi lapangan. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, focus group discussion, dan analisis dokumen kurikulum. Analisis data menggunakan model Miles, Huberman, dan Saldaña melalui tahap kondensasi data, penyajian data, dan penarikan kesimpulan (Miles et al., 2014). Hasil penelitian menunjukkan bahwa guru-guru PAI mulai menyadari perubahan pola konsumsi informasi peserta didik akibat pengaruh media digital. Tradisi epistemik Islam seperti tabayyun, isnad, jarh wa ta’dil, dan qiyas memiliki relevansi kuat sebagai fondasi literasi kritis di era digital. Pendekatan humanistik dalam pembelajaran memberikan ruang lebih terbuka bagi peserta didik untuk berdialog, berpikir reflektif, dan mengembangkan kesadaran epistemik. Namun, implementasi pembelajaran kritis masih menghadapi hambatan berupa dominasi kultur hafalan, keterbatasan literasi media, dan sistem evaluasi yang berorientasi pada kognitif formal. Penelitian ini menawarkan kerangka “Humanisme Islam Literat” sebagai model pedagogis yang mengintegrasikan epistemologi Islam dengan literasi media kritis dalam pembelajaran PAI di era post-truth.
A Conceptual Model of Islamic Religious Education Learning Based on Islamic Educational Philosophy: A Literature Review Muhammad Abdul Aziz; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.154

Abstract

The advancement of technology and educational transformation has significantly influenced Islamic Religious Education (IRE) learning. Previous studies have generally examined Islamic educational philosophy, IRE learning strategies, and educational technology separately, resulting in limited research that integrates these dimensions into a comprehensive conceptual framework. This study aims to analyze Islamic educational philosophy from a contemporary educational perspective, identify the characteristics of IRE learning, and formulate its implications for the development of IRE learning strategies. This study employed a qualitative literature review design. Data were collected through a systematic search of publications indexed in Google Scholar, Dimensions, and the Directory of Open Access Journals (DOAJ) from 2022 to 2026. Of the 33 articles identified, 27 met the inclusion and exclusion criteria and were analyzed using content analysis. The findings indicate that Islamic educational philosophy remains relevant as a foundation for education because it promotes holistic human development through the integration of tawhid, fitrah, akhlaq, and insan kamil values. Contemporary IRE learning is characterized by student-centered approaches, diverse learning resources, active learning strategies, the integration of Islamic values, and the use of technology as a learning support tool. The study reveals that IRE learning strategies should integrate the internalization of Islamic values, students’ potential development, and the appropriate use of educational technology. The novelty of this study lies in proposing a conceptual model of IRE learning that systematically integrates tawhid, fitrah development, character formation, and educational technology to support holistic, contextual, and insan kamil-oriented learning.
Effectiveness of Implementing Research-Based Learning Models in Islamic Religious Education on Developing Critical Thinking and Creativity Alya Riskiya; Muhlisin Muhlisin; Rahmi Anekasari
Academicus: Journal of Teaching and Learning Vol. 5 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/academicus.v5i2.167

Abstract

The rapid development of information technology and digital communication in the twenty-first century requires students to possess critical thinking and creativity skills, particularly in Islamic Religious Education (PAI). This study aims to examine the effectiveness of Research-Based Learning (RBL) in fostering students’ critical thinking and creativity within PAI learning contexts. The study employed a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. Data were collected from Google Scholar through the Publish or Perish application, focusing on publications published between 2021 and 2026. Following the identification, screening, eligibility, and inclusion processes, eight relevant studies were selected for analysis. The findings indicate that RBL is effective in enhancing students’ critical thinking, creativity, analytical reasoning, problem-solving abilities, independent learning, and active participation in learning activities. The reviewed studies consistently demonstrate that RBL encourages students to formulate problems, investigate evidence, analyse information, and construct arguments related to religious and socio-religious issues. This study contributes to the growing body of literature by synthesising recent empirical evidence on the implementation of RBL in Islamic Religious Education across various educational levels. However, the review is limited to studies indexed in Google Scholar and published within the 2021–2026 period. Future studies are recommended to employ broader databases and empirical research designs to further examine the long-term impact of RBL on students’ cognitive, affective, and behavioural development in Islamic education.
Co-Authors Alya Riskiya Brillian Fikhra Andrian Lilik Qonitah Muhammad Abdul Aziz Muhlisin Muhlisin muhlisin